Institution: University of North Alabama All Standards Met, October 2013

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1 Conceptual Framework References Alabama Standard/Rule Institution: University of North Alabama Assessment All Standards Met, October 2013 When/Where to be General Rules for All Science Teaching Fields Assessed Score (1) Rationale. The main goal of these standards is to promote quality teacher education programs that will lead to the development of scientific literacy among all Grade 6-12 students in Alabama. The standards include process and application skills which are embedded within the three domains of science. The standards correlate the Alabama Course of Study: Science, the National Science Education Standards from the National Research Council, and the teacher preparation standards of the National Science Teachers Association. The standards build upon the Alabama Quality Teaching Standards. (2) Program Curriculum. (2)(a) Content. Teachers of science understand and can articulate the knowledge and practices of contemporary science. They can interrelate and interpret important concepts, ideas, and applications in their fields of certification; and can conduct scientific investigations. To show they are prepared to teach science content, prospective teachers of science must demonstrate: (2)(a)1. Meeting the Alabama Quality Teaching Standard 1, Content Knowledge, in Rule (1), including academic discipline(s). (2)(a)2. Knowledge of: CF 1,5,6 (2)(a)2.(i) Contemporary scientific facts, principles, issues, generalizations, and laws of the target science, and the relationship of each science to the other sciences and their implications and applications. CF 1 (2)(a)2.(ii) The unifying concepts of science delineated by National Science Education standards: CF 1,2,6 (2)(a)2.(I) Multiple ways to organize perceptions of the world and how systems organize the studies and knowledge of science. CF 1 (2)(a)2.(II) Nature of scientific evidence and the use of models for explanation. UNA Edited 2/21/2013; 09/2013 UNA PAT 14 General Rules for All Sciences and 15 General Science ASM page 1 of 12

2 CF 1,2,4,6 (2)(a)2.(III) Measurement as a way of knowing and organizing observations of constancy and change. CF 1,6 (2)(a)2.(IV) Evolution of natural systems and factors that result in evolution or equilibrium. CF 1 (2)(a)2.(V) Interrelationships of form, function, and behaviors in living and nonliving systems. CF 1,4 (2)(a)2.(iii) Personal and technological applications of science in their field(s) of certification. CF 1,2,4,6 (2)(a)2.(iv) Research and how to successfully design, conduct, report, and evaluate investigations in science. (2)(a)3. Ability to: CF 1 (2)(a)3.(i) Convey to students the unifying concepts of science delineated by National Science Education standards and listed above in Rule (2)(a)(ii). CF 1,2,4 (2)(a)3.(ii) Convey to students the use of mathematics to process and report data and solve problems in their fields. CF 1,3,4,6 (2)(a)3.(iii) Convey to student the important personal and technological applications of science. (2)(b) The nature of science. Teachers of science engage students effectively in studies of the history, philosophy, and practice of science. They enable students to distinguish science from nonscience, understand the evolution and practice of science as a human endeavor, and critically analyze assertions made in the name of science. To show they are prepared to teach the nature of science, prospective teachers of science must demonstrate: CF 1 (2)(b)1. Knowledge of the practice of science as a human endeavor, to include its historical development, philosophical tenets, assumptions, goals, and values that distinguish pure science from non-science, from technology, and from other ways of understanding the world. UNA Edited 2/21/2013; 09/2013 UNA PAT 14 General Rules for All Sciences and 15 General Science ASM page 2 of 12

3 CF 1,2,5,6 (2)(b)2. Ability to engage students successfully in studies of the nature of science including, when possible, the critical analysis of false or doubtful assertions made in the name of science. (2)(c) Inquiry. Teachers of science engage students both in studies of various methods of scientific inquiry and in active learning through scientific inquiry. They encourage students, individually and collaboratively, to observe, ask questions, design inquiries, and collect and interpret data in order to develop concepts and relationships from empirical experiences. To show that they are prepared to teach through inquiry, prospective teachers of science must demonstrate: (2)(c)1. Knowledge of: CF 1,6 (2)(c)1.(i) The processes, tenets, and assumptions of multiple methods of inquiry leading to scientific knowledge. CF 1 (2)(c)1.(ii) The role of hands-on experiences upon which learning is constructed. CF 1 (2)(c)1.(iii) Developmentally appropriate inquiry strategies for teaching science, including those advocated by the Alabama Math, Science, and Technology Initiative (AMSTI). CF 1 (2)(c)2. Ability to engage students in developmentally appropriate inquiries that require them to develop concepts and relationships from the observations, data, and inferences in a scientific manner. (2)(d) Issues. Teachers of science recognize that informed citizens must be prepared to make decisions and take action on contemporary science-related and technologyrelated issues of interest to the general society. They require students to conduct inquiries into the factual basis of such issues and to assess possible actions and outcomes based upon their goals and values. To show that they are prepared to engage students in studies of issues related to science, prospective teachers of science must demonstrate: (2)(d)1. Knowledge of: CF 1,4 (2)(d)1.(i) Contemporary issues related to science and technology in their field of certification. UNA Edited 2/21/2013; 09/2013 UNA PAT 14 General Rules for All Sciences and 15 General Science ASM page 3 of 12

4 CF 1,2,4 (2)(d)1.(ii) Processes used to analyze and to make decisions, including appropriate actions for addressing contemporary issues related to science and technology. CF 1,2,4 (2)(d)2. Ability to engage students in the analysis of contemporary issues related to science and technology, including consideration of risks, costs, and benefits of alternative solutions. (2)(e) General skills of teaching. Teachers of science foster a community of diverse learners who construct meaning from their science experiences and possess a disposition for further exploration and learning. Prospective teachers of science must demonstrate: (2)(e)1. Meeting the Alabama Quality Teaching Standards (AQTS) in Rule : (2)(e)1.(i) AQTS 2, Teaching and Learning, in Rule (2), including learning environment and instructional strategies. (2)(e)1.(ii) AQTS 3, Literacy, in Rule (3), including technology. (2)(e)2. Knowledge of: CF 1,5 (2)(e)2.(i) A variety of classroom arrangements, groups, actions, strategies, and methodologies to show that they are prepared to foster a community of diverse learners. CF 1,4 (2)(e)2.(ii) The role, nature, limitations, and use of media and technology for instruction and scientific investigation, including the use of virtual labs, computers, probeware, and other emerging technologies. (2)(e)3. Ability to: CF 1,4 (2)(e)3.(i) Organize, coordinate, and maintain the science classroom laboratory. CF 1,2,6 (2)(e)3.(ii) Create a material-rich and an experience-rich environment that develops and extends students desire to reason, problem-solve, and engage in hands-on learning. UNA Edited 2/21/2013; 09/2013 UNA PAT 14 General Rules for All Sciences and 15 General Science ASM page 4 of 12

5 CF 1,5,6 (2)(e)3.(iii) Use and justify a variety of classroom arrangements, groups, actions, strategies, and methodologies to show that they are prepared to foster a community of diverse learners. CF 1,4 (2)(e)3.(iv) Introduce students to career opportunities in science and technology. (2)(f) Curriculum. Teachers of science plan and implement an active, coherent, and effective curriculum that is consistent with the goals and recommendations of the National Science Education Standards. They begin with the end in mind and effectively incorporate contemporary practices and resources into their planning and teaching. To show that they are prepared to plan and implement an effective science curriculum, prospective teachers of science must demonstrate: (2)(f)1. Meeting the Alabama Quality Teaching Standards (AQTS) in Rule (2): (2)(f)1.(i) AQTS 1, Content Knowledge, in Rule (1), including content knowledge. (2)(f)1.(ii) AQTS 5, Professionalism, in Rule (5), including Alabama-specific improvement initiatives. CF 1 (2)(f)2. Knowledge of content standards in the current edition of the Alabama Course of Study: Science and the National Science Education Standards. CF 1,2,5 (2)(f)3. Ability to plan and implement units of study that address the needs and abilities of students, consistent with the Alabama Course of Study: Science and the National Science Education Standards. (2)(g) Science in the community. Teachers of science relate their discipline to the local and regional communities, involving stakeholders and using the individual, institutional, and natural resources of the community in their teaching. They actively engage students in science-related studies or activities related to locally important issues. To show that they are prepared to relate science to the community, prospective teachers of science must demonstrate: UNA Edited 2/21/2013; 09/2013 UNA PAT 14 General Rules for All Sciences and 15 General Science ASM page 5 of 12

6 CF 1,3 (2)(g)1. Knowledge of ways to relate science to the community, involve stakeholders, and use community resources to promote the learning of science. CF 1,3 (2)(g)2. Ability to involve students in activities that relate science to resources and stakeholders in the community or to the resolution of issues important to the community. (2)(h) Assessment. Teachers of science construct and use effective assessment strategies to determine the backgrounds and achievements of learners and facilitate their intellectual, social, and personal development. They assess students fairly and equitably, and require that students engage in ongoing self-assessment. To show that they are prepared to use assessment effectively, prospective teachers of science must demonstrate: (2)(h)1. Meeting the Alabama Quality Teaching Standard 2, Teaching and Learning, in Rule (2), including assessment. CF 1,2,4,6 (2)(h)2. Ability to use multiple assessment tools and strategies to achieve goals that are aligned with methods of instruction, including inquiry learning and laboratory experiences. (2)(i) Safety and welfare. Teachers of science organize safe and effective learning environments that promote the success of students and the welfare of all living things. They require and promote knowledge and respect for safety, and oversee the welfare of all living things used in the classroom or found in the field. To show that they are prepared, prospective teachers of science must demonstrate: (2)(i)1. Knowledge of: CF 1 (2)(i)1.(i) Current science safety policies according to the Alabama State Department of Education. CF 1,6 (2)(i)1.(ii) The legal and ethical responsibilities of science teachers for the welfare of their students and the proper treatment of animals. CF 1,2 (2)(i)1.(iii) Safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used in science instruction. (2)(i)2. Ability to: UNA Edited 2/21/2013; 09/2013 UNA PAT 14 General Rules for All Sciences and 15 General Science ASM page 6 of 12

7 CF 1 (2)(i)2.(i) Treat all living organisms used in the classroom or found in the field in a safe, humane, and ethical manner and respect legal restriction on their collection, keeping, and use. CF 1 (2)(i)2.(ii) Implement safety policies appropriate for the activity. (2)(j) Professional growth. Teachers of science strive continuously to grow and change, personally and professionally, to meet the diverse needs of their students, school, community, and profession. They have a desire and disposition for growth and betterment. To show their disposition for growth, prospective teachers of science must demonstrate that they meet the Alabama Quality Teaching Standard 5, Professionalism, in Rule (5), including collaboration and continuous, lifelong professional learning. UNA Edited 2/21/2013; 09/2013 UNA PAT 14 General Rules for All Sciences and 15 General Science ASM page 7 of 12

8 Conceptual Framework References Alabama Standard/Rule Institution: Assessment When/Where to be General Science Assessed Score (1) Program Curriculum. (1)(a) Biology. Prior to program completion, prospective teachers of general science shall demonstrate knowledge and abilities related to: (1)(a)1. Core competencies for biology. Knowledge of: CF 1 (1)(a)1.(i) Life processes in living systems including organization of matter and energy. BI 111, BI 112 CF 1,2 (1)(a)1.(ii) Similarities and differences among animals, plants, fungi, microorganisms, and viruses. BI 112 CF 1 (1)(a)1.(iii) Principles and practices of biological classification. BI 112 CF 1 (1)(a)1.(iv) Scientific theory and principles of the origin and development of life. BI 111, BI 112 CF 1 (1)(a)1.(v) Ecological systems including the interrelationships and dependencies of organisms with BI 112 each other and their environments. CF 1,6 (1)(a)1.(vi) Population dynamics and the impact of population on its environment. BI 112 CF 1 (1)(a)1.(vii) General concepts of genetics and heredity. BI 306 CF 1 (1)(a)1.(viii) Organization and functions of cells and multicellular systems. BI 305 CF 1 (1)(a)1.(ix) Behavior of organisms and their relationships to social systems. BI 112 CF 1 (1)(a)1.(x) Regulation of biological systems including homeostatic mechanisms. BI 112 CF 1,2 (1)(a)1.(xi) Fundamental process of modeling and investigating in the biological sciences. BI 111 CF 1,6 (1)(a)1.(xii) Applications of biology in environmental quality and in personal and community health. BI 111 CF 1 (1)(a)1.(xiii) Historical development and perspectives in biology including contributions of significant BI 111 figures and underrepresented groups, and the evolution of theories in biology. CF 1,2,4 (1)(a)1.(xiv) How to design, conduct, and report research in biology. BI 200W CF 1,2,4 (1)(a)1.(xv) Applications of biology and biotechnology in society, business, industry, and health BI 111 fields. (1)(a)2. Supporting competencies for biology. Knowledge of: UNA Edited 2/21/2013; 09/2013 UNA PAT 14 General Rules for All Sciences and 15 General Science ASM page 8 of 12

9 CF 1 (1)(a)2.(i) Chemistry, including general chemistry and biochemistry with basic laboratory techniques. CF 1 (1)(a)2.(ii) Physics including light, sound, optics, electricity, energy and order, magnetism, and thermodynamics. CF 1 (1)(a)2.(iii) Earth and space sciences including energy and geochemical cycles, climate, oceans, weather, natural resources, and changes in the Earth. CH 111, CH 112 PH 251, PH 252, ES 131 CF 1,2 (1)(a)2.(iv) Mathematics, at least to the pre-calculus level, including probability and statistics. MA 112, MA 113, MA 125 (1)(b) Chemistry. Prior to program completion, prospective teachers of general science shall demonstrate knowledge and abilities related to: (1)(b)1. Core competencies for chemistry. Knowledge of: 0 CF 1 (1)(b)1.(i) Fundamental structures of atoms and molecules. CH 111, CH 112 CF 1 (1)(b)1.(ii) Basic principles of ionic, covalent, and metallic bonding. CH 111, CH 112 CF 1 (1)(b)(iii) Physical and chemical properties and classification of elements including periodicity. CH 111 CF 1 (1)(b)1.(iv) Chemical kinetics and thermodynamics. CH 111, CH 112 CF 1 (1)(b)1.(v) Mole concept, stoichiometry, and laws of composition. CH 111 CF 1 (1)(b)1.(vi) Transition elements and coordination compounds. CH 112 CF 1 (1)(b)1.(vii) Acids and bases, oxidation-reduction chemistry, and solutions. CH 111, CH 112 CF 1 (1)(b)1.(viii) Fundamental biochemistry. CH 311 CF 1 (1)(b)1.(ix) Functional and polyfunctional group chemistry. CH 311 CF 1 (1)(b)1.(x) Environmental and atmospheric chemistry. CH 111, CH 112 CF 1 (1)(b)1.(xi) Fundamental process of investigating in chemistry. CH 111, CH 112 CF 1 (1)(b)1.(xii) Applications of chemistry in personal and community health and environmental quality. CH 111, CH CF 1 (1)(b)1.(xiii) Radioactivity, nuclear reactors, fission, and fusion. CH 111, CH 112 CF 1 (1)(b)1.(xiv) Models of nuclear and subatomic structures and behaviors. CH 111, CH 112, CH 311 CF 1 (1)(b)1.(xv) Solutions, colloids, and colligative properties. CH 112 (1)(b)2. Supporting competencies for chemistry. Knowledge of: CF 1 (1)(b)2.(i) Biology, including molecular biology, bioenergetics, and ecology. BI 111, BI 112 UNA Edited 2/21/2013; 09/2013 UNA PAT 14 General Rules for All Sciences and 15 General Science ASM page 9 of 12

10 CF 1 (1)(b)2.(ii) Earth science, including geochemistry, cycles of matter, and energetics of Earth systems. CF 1 (1)(b)2.(iii) Physics, including energy, stellar evolution, properties and functions of waves, motions and forces, electricity, and magnetism. ES 131 PH 251, PH 252, PH 343 CF 1 (1)(b)2.(iv) Mathematics, at least to the pre-calculus level, including statistical concepts and skills. MA 112, MA 125 CF 1,2 (1)(c)1 Earth and space science. Prior to program completion, prospective teachers of general science shall demonstrate knowledge and abilities related to: (1)(c)1. Core competencies for Earth and space science. Knowledge of: CF 1 (1)(c)1.(i) Characteristics of land, atmosphere, and ocean systems on Earth. ES 131 CF 1 (1)(c)1.(ii) Properties, measurement, and classification of Earth materials. ES 131, ES 132 CF 1 (1)(c)1.(iii) Changes in the Earth including land formation, erosion, and plate tectonics. ES 131, ES 132 CF 1 (1)(c)1.(iv) Geochemical cycles including biotic and abiotic systems. ES 131 CF 1 (1)(c)1.(v) Energy flow and transformation in Earth and stellar systems. ES 131 CF 1 (1)(c)1.(vi) Hydrological features of the Earth. ES 131 CF 1 (1)(c)1.(vii) Patterns and changes in the atmosphere, weather, and climate. ES 131 CF 1 (1)(c)1.(viii) Origin, change over time, and planetary behaviors of Earth. ES 132 CF 1 (1)(c)1.(ix) Origin, change over time, and properties of the universe. ES 132 CF 1,2 (1)(c)1.(x) Fundamental processes of investigation in the Earth and spaces sciences. ES 131 CF 1 (1)(c)1.(xi) Sources and limits of natural resources. ES 131 CF 1,6 (1)(c)1.(xii) Application of Earth and space sciences to environmental quality and to personal and community health and welfare. ES 131 CF 1,4 (1)(c)1.(xiii) Challenges and required technologies for space exploration. ES 131 CF 1 (1)(c)1.(xiv) Earth or space scientists and their contributions. ES 131 (1)(c)2. Supporting competencies for Earth and space science. Knowledge of: CF 1 (1)(c)2.(i) Biology, including origin and development of life, ecology, population dynamics, and the BI 112 flow of energy and materials through Earth systems. CF 1 (1)(c)2.(ii) Chemistry, including broad concepts and basic laboratory techniques of inorganic and organic chemistry, physical chemistry, and biochemistry. CH 112, CH 311 UNA Edited 2/21/2013; 09/2013 UNA PAT 14 General Rules for All Sciences and 15 General Science ASM page 10 of 12

11 CF 1 (1)(c)2.(iii) Physics, including electricity, forces and motion, energy, magnetism, thermodynamics, optics, and sound; as well as basic quantum theory. PH 251, PH 252, PH 343 CF 1,2 (1)(c)2.(iv) Mathematics, including statistics and probability. MA 112, MA 125 (1)(d) Physics. Prior to program completion, prospective teachers of general science shall demonstrate knowledge and abilities related to: (1)(d)1. Core competencies for physics. Knowledge of: CF 1 (1)(d)1.(i) Energy, work, and power. PH 251 CF 1 (1)(d)1.(ii) Motion, major forces, and momentum. PH 251 CF 1 (1)(d)1.(iii) Newtonian principles and laws including engineering applications. PH 251 CF 1 (1)(d)1.(iv) Conservation of mass, momentum, energy, and charge. PH 251 CF 1 (1)(d)1.(v) Physical properties of matter. PH 251 CF 1 (1)(d)1.(vi) Kinetic-molecular motion and atomic models. PH 343 CF 1 (1)(d)1.(vii) Radioactivity, nuclear reactors, fission, and fusion. PH 343 CF 1 (1)(d)1.(viii) Wave theory, sound, light, the electromagnetic spectrum, and optics. PH 251, PH 252 CF 1 (1)(d)1.(ix) Electricity and magnetism, including charge, current, electrical potential energy, potential difference, resistance, and electrical power for simple series, parallel, or combination direct current circuits. PH 252 CF 1,2 (1)(d)1.(x) Fundamental processes of investigating in physics. PH 251, PH 252 CF 1,6 (1)(d)1.(xi) Applications of physics in environmental quality and to personal and community health. CF 1 (1)(d)1.(xii) Light behavior, including wave-particle duality and models. PH 343 CF 1 (1)(d)1.(xiii) Thermodynamics and relationships between energy and matter. PH 251 CF 1 (1)(d)1.(xiv) Angular rotation and momentum, centripetal forces, and vector analysis. PH 251 CF 1,4 (1)(d)1.(xv) Applications of physics and engineering in society, business, industry, and health fields. PH 343 (1)(d)2. Supporting competencies for physics. Knowledge of: UNA Edited 2/21/2013; 09/2013 UNA PAT 14 General Rules for All Sciences and 15 General Science ASM page 11 of 12

12 CF 1 (1)(d)2.(i) Biology, including organization of life, bioenergetics, biomechanics, and cycles of matter. CF 1 (1)(d)2.(ii) Chemistry, including organization of matter and energy, electrochemistry, thermodynamics, and bonding. CF 1 (1)(d)2.(iii) Earth sciences or astronomy related to structure of the universe, energy, and interactions of matter. CF 1,2 (1)(d)2.(iv) Mathematical and statistical concepts and skills including statistics and the use of differential equations and calculus. BI 111, BI 112 CH 111, CH 112 ES 131 MA 112, MA 125 UNA Edited 2/21/2013; 09/2013 UNA PAT 14 General Rules for All Sciences and 15 General Science ASM page 12 of 12